Through a Whole Child lens a cross-sectional quantitative research design evaluated the impact of academic and nonacademic support structures on student reading achievement per the third grade Ohio Achievement Assessment (OAA). Two demographically similar public school districts within geographical proximity in Ohio were involved utilizing elementary educator perceptions and historical data. A bivariate correlational analysis explored the relationship of OAA scores and support structures. Strong negative correlations existed between student assistance team meetings and OAA results (-0.75), and student participation in elementary athletics and OAA results (-0.69). A percentage response was calculated for rank order items with higher perception indicated by a lower mean rank. Overall, mean rank ordering indicated guidance counselors most positively impactful (3.24), followed by behavior specialist (3.93), student assistance team (4.36), school social worker (4.44), parent and family involvement (4.8), nutrition program (4.83), volunteers (5.74), before/after school program (5.8), and elementary athletics (7.63). A slope graph demonstrated the relative relationship of support/OAA correlation to elementary educator perception. The correlation of score to support was commensurate to educator ranking for both guidance counselor and parent and family involvement. Student assistance team (SAT) was not strongly correlated with achievement; nevertheless, educators perceived SAT highly impactful. The correlation of volunteers to achievement was depreciated by perception. A strongly positive correlation lacked between elementary athletics and achievement. Educators attributed little regard to elementary athletics. In summary, to attain positive educational change decisions should incorporate academic and nonacademic data through a multifactored approach. Individual student consideration to employ resources internal and external to the district is needed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]